A Social Justice Model for Improving Teacher Effectiveness

2018 ◽  
pp. 15-26
Author(s):  
Regena Fails Nelson ◽  
Moi Mooi Lew ◽  
Yuqian Shen
Keyword(s):  
Social Justice ◽  
Teacher Effectiveness ◽  
Justice Model

scholarly journals Toward a Social Justice Model for an EdD Program in Higher Education

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Phillis George
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Doctoral Program ◽  
Social Justice Leadership ◽  
Initial Examination ◽  
Curriculum And Pedagogy ◽  
Secondary Administrators ◽  
Leadership Framework ◽  
Justice Model ◽  
Education Administrators

Evaluative in nature, this article includes an initial examination of a doctoral program uniquely designed to prepare higher education administrators and practitioners to be socially just and equity-minded leaders.  The program emphasizes the integration of equity, social justice, and ethics into professional practice.  As such, this article utilizes a social justice, leadership framework.  Originally designed in 2006 by Colleen Capper, GeorgeTheoharis, and James Sebastian to prepare secondary administrators for social justice leadership, the framework assists with the enclosed evaluation of a program that prepares postsecondary administrators for social justice leadership.  The article delineates the effectiveness of the program’s implementation and the extent to which the program’s goals, curriculum, and pedagogy align with components of the framework.  The program has been chosen because of its commitment to addressing socio-economic and educational attainment disparities in higher education through the focused teaching and professional development of academic and student affairs personnel.

scholarly journals Diversion, Rights and Social Justice

Youth Justice ◽  
2020 ◽  
pp. 147322542090284 ◽  
Author(s):  
Roger Smith
Keyword(s):  
Social Justice ◽  
Criminal Justice ◽  
Young People ◽  
Criminal Justice System ◽  
Justice System ◽  
Children's Rights ◽  
The Other ◽  
Delinquent Behaviour ◽  
Justice Model ◽  
The One

This article draws on historical understandings and contemporary models of diversion in order to develop a critical framework and agenda for progressive practice. The argument essentially revolves around the contention that typically diversionary interventions have been constrained by the contextual and ideological frames within which they operate. They have in some cases been highly successful in reducing the numbers of young people being drawn into the formal criminal justice system; however, this has largely been achieved pragmatically, by way of an accommodation with the prevailing logic of penal practices. Young people have been diverted at least partly because they have been ascribed a lesser level of responsibility for their actions, whether by virtue of age or other factors to which their delinquent behaviour is attributed. This ultimately sets limits to diversion, on the one hand, and also offers additional legitimacy to the further criminalisation of those who are not successfully ‘diverted’, on the other. By contrast, the article concludes that a ‘social justice’ model of diversion must ground its arguments in principles of children’s rights and the values of inclusion and anti-oppressive practice.

The Dimensions of Social Justice Model: Transforming Traditional Group Work Into a Socially Just Framework

2010 ◽  
Vol 35 (2) ◽  
pp. 160-168 ◽  
Author(s):  
Manivong J. Ratts ◽  
Loni Anthony ◽  
KristiAnna Nicole T. Santos
Keyword(s):  
Social Justice ◽  
Group Work ◽  
Traditional Group ◽  
Justice Model

From Crisis to Vision

2022 ◽  
pp. 29-44
Author(s):  
Alan Bruce
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Critical Role ◽  
External Environment ◽  
Global Learning ◽  
Learning Models ◽  
Human Needs ◽  
International Perspectives ◽  
Justice Model

Higher education now faces the critical role of partnerships, linkage, and strategic joint ventures to achieve shared goals in a transformed external environment. This environment is itself shaped not only by the pressures of neo-liberal competition, but by a set of crises emerging from the contradictions that is producing greater levels of inequity and social division. It is in this context that the chapter evaluates the importance of global learning as a critical tool to understand, engage with, and potentially transform a globalized socio-economic environment and engage proactively with existing multiple crises. Academics and educators are now intimately connected to the need to articulate and demonstrate globalized learning models and reflective practice founded on explicitly international perspectives. Given the urgency, internationalization alone is insufficient to achieve transformation. A re-appropriation of purpose and values is also required within an emancipatory and social justice model that asserts human needs, not corporate efficiency.

International disaster psychology ethics: A social justice model imbedded in a systems paradigm.

2012 ◽  
Vol 18 (4) ◽  
pp. 79-85 ◽  
Author(s):  
John W. Thoburn ◽  
Jacob A. Bentley ◽  
Zeba S. Ahmad ◽  
Kendra C. Jones
Keyword(s):  
Social Justice ◽  
Justice Model ◽  
Disaster Psychology
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